Comparison of Science Process Skills with Stem Career Interests of Middle School Students

Yusuf Zorlu,Fulya Zorlu

doi:10.13189/ujer.2017.051201

Abstract

This study was aimed to examine the relation between the STEM (Science, Technology, Engineering and Mathematics) career interests and science process skills of middle school seventh grade students. Method of this study was the relational survey method. The study was conducted on the basis of voluntariness and participants were 133 seventh grade students (69 females and 64 males) who study in middle schools under the Ministry of Education. STEM-CIS and SPST was used data collection instruments in this study. SPSS package program was used to analyse the data obtained from research. When we consider STEM career interests, it was determined that career interest of students in the fields of Science and Mathematics were higher than their career interests in Technology and Engineering. When averages of STEM-CIS were considered, career interest in Engineering was lower than career interests in other fields. In accordance with findings obtained via STEM-CIS and SPST scales, it is determined that there are low or medium-level relations between STEM career interest and science process skills. It is observed that there are medium-level relations between career interest of Science, Technology and Mathematics and science process skills. The relation between science process skills and Engineering career interest is rather low level.

Highlights

This 21st century is a time frame where innovations and changes affect societies to a great extent
The objective of this study is exploring the relation between the level of interest of middle school students to career interest fields in STEM and their science process skills
The study was conducted on the basis of voluntariness and participants were 133 seventh grade students (69 females and 64 males) who study in middle schools under the Ministry of Education

Summary

Introduction

This 21st century is a time frame where innovations and changes affect societies to a great extent. In line with the characteristic of this time frame, it is expected for individuals who constitute societies to have some competences with regard to information and skills practicum. The main objective of education process should be integrating individuals with real life [1]. Enabling students to gain these skills is considered as one of the main objectives of science education and this is especially being emphasized in curriculums [4]. Because Science process skills involve cognitive, intellectual, manual and social skills used to solve problems encountered in daily life that they are regarded as a tool which enables individuals to get the most out of their knowledge [5, 6]

Objectives

Methods

Findings

Conclusion